ac3graphic organizers

7/28/2019 AC3graphic Organizers

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Mini-Grant

Graphic Organizers

andHow to Use Them

Robin C. Letendre, M.Ed.

Reading Specialist

Learning Disabilities Consultant


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Rationale for Graphic Organizers

I decided to apply to do this mini-grant since I use graphic organizers all the

time within my Pre-GED class and also in diploma classes. I would not be

able to teach without them.

Graphic organizers have the ability to help your students classify ideas and

communicate more effectively. Use graphic organizers within the class to

structure writing projects, to help in problem solving, decision making,

studying, planning research and brainstorming.

http://www.eduplace.com/graphicorganizer/

Graphic organizers are valuable tools for teaching and instruction. Unlike

other teaching strategies, graphic organizers demonstrate a flexibility and

endlessness in choices of use. A common trait to graphic organizers is theirability to show the order and completeness of the student's thought process.

The teacher is able to see how the student understands the topic and this

becomes clearly evident to the teacher and student when using graphic

organizers. Using a range of graphic organizers shows both the close-up and

the larger picture. Since many graphic organizers use short words or phrases,

they are ideal for many types of learners including those for who English is a

second language, and also for students with learning disabilities.

http://www.graphic.org/goindex.html

When used effectively, graphic organizers have the potential to foster

learning in a number of areas. Chief among these are reading,

comprehension, and vocabulary knowledge. Studies have indicated the

ability of graphic organizers to substantially improve reading and vocabulary

knowledge. Because the student is not merely reading a bunch of words but

learning to understand the importance, or lack thereof, of particular

concepts, and specific vocabulary words, the student is able to sift through

the maze of words and attain better clarity. The student is able to understand

the concept behind what he or she is reading, and is able to isolate text that is

not important. This helps the student determine a main idea and build anentire story from there. This in turn boosts reading and writing skills and is

especially beneficial to students writing an essay. It helps them structure

essential ideas while eliminating non-essential ones. Vocabulary knowledge

and comprehension skills have also been found to increase significantly after

the use of these visual learning tools, also known as graphic organizers.

(http://www.graphic.org/organizers/1.html)


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According to research, the main reasons to use graphic organizers within the

classroom setting are:

To articulate the relationships between concepts outlined in the graphic

organizer.

To encourage students to contribute their ideas.

To establish a connection between the material being learned and past

learning.

To refer to up coming material.

To encourage structural analysis.

http://www.graphic.org/organizers/1.html

There is also a strong research base that supports the use of graphic

organizers with students with learning disabilities. This is a proven method

to help students with learning disabilities communicate ideas, show

organization of concepts, show spatial agreement as well as reduce literacy

demands. (National Institute for Literacy, Learning to Achieve Training)

There are three main reasons why teachers would use graphic organizers

according to research collected by the National Institute for Literacy, or

NIFL.

The three main reasons for using graphic organizers are:

1. That graphic organizers can increase content knowledge because

important information is presented clearly and precisely

2. That graphic organizers combine showing with telling. Graphic

organizers decrease literacy demands while structuring higher order thinking

3. That graphic organizers can be used flexibly.

According to research, graphic organizers have the potential for facilitatingcontent learning as well. In using graphic organizers for content area

teaching, graphic organizers help the teacher in explicit instruction. Graphic

organizers allow the teacher to provide clear explanations of the material,

model the learning process by completing the graphic organizer with the

class, and engage in a scaffolded process. A scaffolded process occurs when

the teacher leads, shows the student what to do, and then lets the student do


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the work. Along this scaffoolded process, feedback is provided to the

student about the material being presented and the understanding of the

concepts presented within the graphic organizer. (National Institute for

Literacy, Learning to Achieve Training)

A table of contents will be provided that will list the graphic organizers

listed within this mini-grant and for what type of activity you would want to

use the graphic organizer with.

I hope that the use of graphic organizers helps the students that you teach,

and most importantly, helps the student learn the concepts that are being

taught.


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Table of Contents

Graphic OrganizersPage 8: Vocabulary dealing with graphic organizers

Page 9-10: Vocabulary to help with defining key concepts in this section of

the graphic organizer

Page 11: Synectics (This is a form of a star web)

Page 12: Web (This is a form of a star web)

Page 13: Cerebral chart (This is a form of a star web)

Page 14: Network tree (This is a form of causal relationships)

Page 15: T-chart (This is a form of compare and contrast)

Page 16: Compare/contrast matrix (This is a form of compare and contrast)

Page 17: Compare/contrast matrix (This is a form of compare and contrast)

Page 18-19: Double cell diagram (This is a form of compare and contrast).

This is a sample of a double cell diagram so that one can be designed

specifically for the class that you are teaching.

Page 20: Venn diagram-Basic (This is a form of compare and contrast)

Page 21: Venn diagram-Expanded (This is a form of compare and contrast)

Page 22: Venn diagram template-comparing two topics

Page 23: Venn diagram template-comparing two topics

Page 24: Venn diagram template-comparing three topics

Page 25-26: Comparison matrix-sample (This is a form of compare and

contrast)


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Page 27: KWLH (What we know, What we want to find out, What we

learned, How can we learn more) (This is a form of prediction and

evaluating)

Page 28: KWLH continued

Page 29: KWLH template

Page 30: Sample KWLH

Page 31: Fishbone Map (This is a form of causal)

Page 32: Fishbone Mapping (This is a form of causal)

Page 33: Spider Map (This is a form of description, brainstorming, or

organization)

Page 34: Spider Map (This is a form of description, brainstorming, or

organization)

Page 35: Ranking (This is a form of sequencing)

Page 36: Continuum scale (This is a form of sequencing)

Page 37: Continuum scale (This is a form of sequencing)

Page 38: Cycle (This is a form of sequencing)

Page 39: Bridging Snapshots (This is a form of sequencing)

Page 40: Series of Events Chain (This is a form of sequencing)

Page 41: Problem/Solution Outline (This is a form of sequencing)

Page 42: Sketch-a sample (This is a form of visualization)

Page 43: Sketch-a sample (This is a form of visualization)

Page 44: Detailed diagrams-a sample of detailed sketch (This is a form of

visualization)

Page 45: Creating thumbnails (This is a form of visualization)


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Page 46: Storyboard (This is a form of visualization)

Page 47: Clustering (A form of brainstorming)

Page 48-49: Brainstorming Web-a sample (A form of brainstorming)

Page 50-51: Concept Map (A form of brainstorming)

Page 52: Cycle (A form of brainstorming)

Page 53: Hierarchy Diagram a sample (A form of chart or matrix)

Page 54: Interaction Outline (A form of tree or map)

Page 55: Cluster diagram: Research cycle-a sample ( A form of clustering)

Page 56: File system-Desktop Management-Hierarchy diagram-sample (A

form of classification and chart or matrix)

Page 57: Linear string-sample (A form of description)

Page 58: Expanded linear string-a sample (A form of causal or chain)

Page 59: Domino string effect (A form of causal or chain)

Page 60-Chain of events (A form of causal or chain)

Page 61-Family tree (A form of tree or map)

Page 62-Problem/Solution (A form of causal or chain)


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Vocabulary Dealing with Graphic Organizers

Star/web:Use to showdefinitions, attributes, examples, andbrainstorming

Chart/Matrix: Use to show attributes, comparing and contrasting,and evaluating.

Tree/Map: Use to show classifications, pedigrees, analysis,structures, attributes, examples, andbrainstorming.

Chain: Use to show processes, sequences, causes and effects, andchronology.

Sketch: Use to showphysical structures, descriptions of places,spatial relationships, concrete objects, and visual images.

http://www.writedesignonline.com/organizers/


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Vocabulary to help with defining key concepts in this

section of the graphic organizer

Analyze1. to separate (a material or abstract entity) into constituent parts or

elements; determine the elements or essential features of (opposed to synthesize):to analyze an argument. 2. to examine critically, so as to bring out the essentialelements or give the essence of: to analyze a poem. 3. to examine carefully and in

detail so as to identify causes, key factors, possible results, etc. (Webster's. p 74)

Brainstorm a sudden impulse, idea, etc.: brainstorming - a conference technique

of solving specific problems, amassing information, stimulating creative thinking,developing new ideas, etc., by unrestrained and spontaneous participation in

discussion (Webster's. p 253).

Compare and Contrastcompare - to examine (two or more objects, ideas,people, etc.) in order to note similarities and differences; to compare two pieces of

literary work (Webster's. p 416): contrast - to compare in order to showunlikeness or differences; note the opposite natures, purposes, etc., of: Contrast

the political rights of Romans and Greeks (Webster's. p 442).

Evaluate1. to determine or set the value of amount of; appraise: to evaluateproperty. 2. to judge or determine the significance, worth, or quality of; assess; toevaluate the results of an experiment (Webster's. p 670).

Hypothesize1. to form a hypothesis. 2. to assume by hypothesis - hypothesis - 1.a proposition, or set of propositions, set forth as an explanation for the occurrence

of some specified group of phenomena, either asserted merely as a provisionalconjecture to guide investigating (working hypothesis) or accepted as highly

probable in the light of established facts. 2. a proposition assumed as a premise in

an argument. 3. the antecedent of a conditional proposition. 4. a mere assumptionor guess (Webster's. p 944).

Interact to act one upon another. interaction - reciprocal action, effect, orinfluence (Webster's. p 992).


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Sequence1. the following of one thing after another; succession. 2. order ofsuccession: a list of books in alphabetical sequence. 3. a continuous or connected

series: a sonnet sequence. 4. something that follows; a subsequent event; result;

consequence (Webster's. p 1747).

Visualize1. to recall or form mental images or pictures. 2. to make visual orvisible. 3. to form a mental image of. 4. to make perceptible to the mind or

imagination (Webster's. p 2127).



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Brainstorming Synectics (Gordon, 1961) is an approach to creative thinking thatdepends on looking at, what appears on the surface as, unrelated phenomenon and

drawing relevant connections. Its main tool is analogy or metaphor. The approach, whichis often used by groups, can help students develop creative responses to problem solving,

to retain new information, to assist in generating writing, and to explore social anddisciplinary problems. It helps users break existing mind sets and internalize abstract

concepts. Synectics can be used with all ages and works well with those who withdrawfrom traditional methods of teaching and learning. (Couch, 1993)



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Analyzing Attributes/Brainstorming: Use to list facts, definitions, attributes, orexamples related to a single topic, concept, or theme. May also be used to compare and

contrast information generated on left and right sides of web.



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Brainstorming: Cerebral charts use hierarchies, yet tend to be more free form in thebeginning. Use to quickly amass information or elements, stimulate creative thinking, anddevelop new ideas in an unrestrained and spontaneous manner, generated either

individually or by a group.



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Hierarchy/Brainstorming: Use to show a system of persons or things ranked one above

another, left to right; use in the beginning of a project to visually arrange interrelated andsequentially ordered sections within the whole, similar to an outline; subjects that lend

themselves to this organizer are: projects (web sites), term papers, organizations(government or company), systems (body or machine), etc



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Comparing and Contrasting: Use to analyze similarities and differences between twothings (people, places, events, ideas, etc.), by placing individual characteristics in eitherthe left or right sections.

http://www.writedesignonline.com/organizers/comparecontrast.html.


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Comparing and Contrasting Use to show similarities and differences between two

things (people, places, events, ideas, etc.). Key frame question: What things are beingcompared? How are they similar? How are they different? (NCREL, 1988)



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Compare and Contrast Matrix

Comparison/Contrast is used to show similarities and differences.

Key frame questions: What are being compared? How are they similar? Howare they different?

http://www.sdcoe.k12.ca.us/score/actbank/tcomp.htm


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Double Cell Diagram-Sample

Description: Two items linked by characteristics or attributes.

Uses:Describe and compare attributes and characteristics of two items, things, people,

places, events or ideas.

Critical Questions:

What items do you want to compare? What characteristics do the items have in common? What are not in common?

How are the items similar and different?

Suggestions:

A Double Cell Diagram is an excellent substitute for a Venn Diagram for comparinglikenesses and differences. Good for use with younger children. Use cells and links with

younger children, students with learning disabilities or ESOL students to help them createmore complex webs and maps in the future. String, hula hoops, colored yarn, colored

paper, colored pens all can be useful to make cells on the floor or wall for youngerchildren. A good tool to launch writing about what is similar and what is not.

Double Cell Diagram

As a visual teaching technique, a double cell diagram is very effective. Along withcomparison matrices and Venn diagrams, double cell diagrams are used as a powerful

educational tool dedicated to developing the power of logical thinking amongst students.Since the characteristics of two objects are relative, they can only be fully explored if

they are effectively compared. Thus, using a double cell diagram, students can getacquainted with new objects and concepts. This method not only allows students to


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explore a new topic and further their knowledge about it, but also imparts key concepts inlearning how to properly analyze a given set of information.

With the help of specific questions, a double cell diagram induces students to recall prior

knowledge and generate new ideas related to the compared items. Once the teacher

decides to employ a double cell diagram as an educational method, he/she should takeinto account several important points. The degree of sophistication of the double celldiagram should depend on the age and mental agility of the students being taught. Several

helpful questions serving to define the aspects being confronted should be brought up. Ifpossible, colorful diagrams should be used to encourage students' associative thinking.

Colors can also be used to specify different aspects of comparison. Experts concludediagrams with colors are easier to perceive than black-and-white ones, a theory that is

especially critical to working with children, students with learning disabilities and ESOLstudents.

http://www.graphic.org/bubble.html


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Venn Diagram Basic

Description: Two items linked by characteristics or attributes.

Uses: Describe and compare attributes and characteristics of items (things, people,places, events, ideas, etc.)

Critical Questions:

What items do you want to compare? What characteristics do the items have in

common (intersecting portion)? How are the items similar (the same) and different (non intersecting portion)

based on the characteristics?

Suggestions: Venn diagrams are useful as a graphics organization tool when comparing

two things (and particularly for use with younger children, students who have learningdisabilities, and ESOL students). Simple Venn diagrams are used, in which no more than

two curves intersect at a common point. Shared characteristics are listed in theoverlapping section allowing for easy identification of which characteristics are shared

and which aren't. String or colored yarn can be used to make circles on the floor andmanipulatives and pictures are strongly encouraged.

Programs like SmartDraw and Microsoft Powerpoint allow for the drawing of Venn

diagrams on PCs as well, if you have access to these tools and that the student iscomfortable with working on the computer.

A Venn diagram serves to organize students' thoughts, and is labeled according to the

topic at hand and the aspects that need to be compared and contrasted. Due to theirrelatively simple structure and visually effective nature, Venn diagrams are considered to

be an indispensable educational technique, equally useful for both children and adults.Most teachers prefer to use a Venn diagram as a pre-writing activity in order to help

students categorize the knowledge they have already gained. Having classified all thesimilarities and differences, students are able to make an in-depth analysis of the topic

and draw a well-grounded conclusion.

Venn diagrams can be successfully applied to a wide range of subjects. For instance,

students can compare and contrast several cities and their climates during a Geographylesson, organize various animals or different cell structures in Biology and study the

character traits of different protagonists in works of twentieth century Literature. The keypoint is to determine the objects that need to be compared beforehand. The more aspects

that are included in a Venn diagram, the more comprehensive the analysis is. To optimizethe process you can use various colors and shapes. Originally, Venn diagrams were made

using simple circles; however, triangles and quadrangles can be also used, especiallywhen constructing several diagrams at the same time. If used correctly, this graphic tool

makes the teaching and learning process a lot more interesting and effective.


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Venn Diagram Expanded

Description: Three items linked by characteristics or attributes.

Uses:Describe and compare and attributes and characteristics of items (things, people,

places, events, ideas, etc.)

Critical Questions:

What items do you want to compare? What characteristics do the items have incommon (intersecting portions)?

How are the items similar and different (nonintersecting portion) based on thecharacteristics?

http://www.graphic.org/venexp.html


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Comparing and Contrasting: Use to analyze similarities and differences betweentwo things (people, places, events, ideas, etc.), by placing individual characteristics in

either the left or right sections, and common characteristics within the overlappingsection.



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http://www.lburkhart.com/elem/clarist/venn.gif


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Venn Diagram-Comparing Three Topics

http://upload.wikimedia.org/wikipedia/commons/c/cd/Venn_diagram_ABC_BW.png


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Comparison Matrix

Description: Linked by characteristics or attributes.

Uses:Describe and compare attributes and characteristics of items (things, people,

places, events, ideas, etc.), brainstorming.

Critical Questions:

What items do you want to compare? What characteristics do you want tocompare?

How are the items similar and different based on the characteristics?

Suggestions: Place an 'X' in the box to indicate if an item possesses that characteristic.Make sure the student is clear and agrees on the definition of the specific characteristic.

How are they alike? How are they different?

As an effective analytic tool, a comparison matrix serves to determine the basic

characteristics of an object. Using the aggregation method, a comparison matrix outlinesthe most typical features of an item without drawing a conclusion directly, but by

simplifying the process of analysis.

Used as tools for educational purposes, comparison matrices are effective visual aids,

featuring a simple and exact structure. With the help of this high-end invention, studentscan make in-depth comparisons, confronting multiple objects and their aspects all at

once. Consequently, the use of this visual teaching method contributes to thedevelopment of analytical skills among students.


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While making a comparison matrix, the teacher should consider the following points. It isimportant to make sure that all compared items are known to the students; otherwise it

will be difficult to outline the items' characteristics. If students haven't worked withcomparison matrices before, the structure of the matrix should be as unsophisticated as

possible. Remember, you can always add more characteristics for multifaceted

comparison. If students' knowledge of the topic isn't deep yet, place only several objectsto compare, but include various aspects. Such an approach allows students to gainextended information, even it is about a few items. Once students have gotten well

acquainted with the items and attained basic knowledge about them, you can introduceanother comparison matrix with more items. Also, if you assign the completion of a

comparison matrix as a home task, ensure that it can be easily printed.

http://www.graphic.org/commat.html


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Predicting/Evaluating Use to help students activate prior knowledge. It is a group

instruction activity that serves as a model for active thinking during reading.K - Recall what group KNOWs about the subject.

W - Determine what group WANTs to learn.

L - Identify what group LEARNed as they read.H - HOW we can learn more (NCREL, 1988)(D. Ogle, 1986)



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KWHL chart

Description: Matrix for planning and gathering initial information.

Uses:Accessing prior information on a topic or theme, identifying primary and

secondary resources to access, developing a plan for accessing resources, identifying

attributes and characteristics to research.

Critical Questions:

What do we already know? What do we want to find out? How are we going to

find out? What primary and secondary resources can we access? What attributes or characteristic should we focus on?

Suggestions: Excellent tool to access prior information and to develop a plan for

investigation.

The K-W-L-H teaching technique is a good method to help students activate prior

knowledge. It is a group instruction activity developed by Donna Ogle (1986) that servesas a model for active thinking during reading.

K- Stands for helping students recall what they KNOW about the subject.

W - Stands for helping students determine what they WANT to learn.

L - Stands for helping students identify what they LEARN as they read.

H - Stands forHOW we can learn more (other sources where additionalinformation on the topic can be found).

Students complete the "categories" section at the bottom of the graphic organizer by

asking themselves what each statement in the "L" section (What We Learned) describes.

They use these categories and the information in the "H" section (How Can We Learn

More) to learn more about the topic. Students also can use the categories to create

additional graphic organizers. They can use the organizers to review and write about

what they've learned.

See the following page for the template for the KWHL.


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http://www.graphic.org/kwhl.html


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Sample K-W-L-H

Dinosaurs

What We

KnowWhat We Want to

Find Out

What We Learned How Can WeLearn More

Dinosaurs arelarge.

Dinosaurs are

dead.

They lived along time ago.

There is amovie about

dinosaurs

How long ago didthey live?

Why did they die?

How do we know

what they lookedlike?

Who are the peoplewho study

dinosaurs?

An archeologist has anexciting life.

Dinosaurs eat plants

and some eat meat.

Some dinosaurs weregigantic, but had small

brains.

Fossils uncover

dinosaur traits.

Research

Museums

Field Trips

Archeological

digs

Videos

Internet computersearch

Categories of Information we expect to use:

A. SizeB. CareerC. Eating HabitsD.

E.F.G.

http://www.ncrel.org/sdrs/areas/issues/students/learning/lr1kwlh.htm


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Analyzing: Used to show the interaction of a complex event (an election, a nuclear

explosion) or complex phenomenon (juvenile delinquency, learning disabilities). Keyframe questions: What are the factors that cause X? How do they interrelate? Are the

factors that cause X the same as those that cause X to persist? (NCREL, 1988)

http://www.writedesignonline.com/organizers/analyze.html


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Fishbone Mapping

A Fishbone Map is used to show the causal interaction of a complex event (anelection, a nuclear explosion) or complex phenomenon (juvenile delinquency,

learning disabilities).

Key frame questions: What are the factors that cause X ? How do they

interrelate? Are the factors that cause X the same as those that cause X to

persist?

http://www.sdcoe.k12.ca.us/score/actbank/tfish.htm


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Analyzing: Used to describe a central idea: a thing (a geographic region), process(meiosis), concept (altruism), or proposition with support (experimental drugs should beavailable to AIDS victims). Key frame questions: What is the central idea? What are its

attributes? What are its functions? (NCREL, 1988)

http://www.writedesignonline.com/organizers/analyze.html


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Spider Map

The Spider Map is used to describe a central idea: a thing, a process, a concept, a

proposition. The map may be used to organize ideas or brainstorm ideas for a

writing project.

Key frame questions: What is the central idea? What are its attributes? What

are its functions?

http://www.sdcoe.k12.ca.us/score/actbank/tspider.htm


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Sequencing: Use when prioritizing elements from most important to least important;

relative position or standing; a series of things or persons; or an orderly arrangement from1st to last.

http://www.writedesignonline.com/organizers/sequence.html


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Sequencing: Use for time lines showing historical events or ages (grade levels in school),degrees of something (weight), shades of meaning (Likert scales), or ratings scales

(achievement in school). Key frame questions: What is being scaled? What are the endpoints? (Pathways, 1997)



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Continuum

Continuum is used for time lines showing historical events, ages (grade levelsin school), degrees of something (weight), shades of meaning, or rating scales

(achievement in school).

Key frame questions: What is being scaled? What are the end points or

extremes?

http://www.sdcoe.k12.ca.us/score/actbank/tcont.htm


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Sequencing: Use to show how a series of events interact to produce a set of results again

and again (weather phenomena, cycles of achievement and failure, the life cycle). Keyframe questions: What are the critical events in the cycle? How are they related? In what

ways are they self-reinforcing? (NCREL, 1988)



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Sequencing: Use to see changes over time, reveal the sequence of step-by-step methods,illustrate complex processes, and show cause and effect



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Sequencing: Use to describe the stages of something (the life cycle of a primate); thesteps in a linear procedure (how to neutralize an acid); a sequence of events (how

feudalism led to the formation of nation states); or the goals, actions, and outcomes of ahistorical figure or character in a novel (the rise an fall of Napoleon). Key frame

questions: What is the object, procedure, or initiating event? What are the stages or steps?How do they lead to one another? What is the final outcome? (NCREL, 1988)



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Sequencing: Use to show the problem solving process by defining the components of theproblem and attempted solutions. Basis elements of the problem may vary, but the

process is similar. (NCREL, 1988)



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Sketch-Sample

Sketches can be fun and or loose indicators that don't require great artistic ability to:

describe a physical phenomenon;

http://www.writedesignonline.com/organizers/visualize.html

show how money is made; or to



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capture ideas from other people's work.In this case a sketch of a photograph by Debbie Fleming Caffery,

"Smoke Walking", 1989, Patoutville, Louisianaseen in the Museum of Photographic Arts, San Diego.


show the revision and editing process by making changes to your ideas while still in theconcept development stage rather than in the implementation/execution stage.



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Detailed diagrams provide more formal

options of visualization. Sample

Visualizing: Use to see the description of physical structures, places, spatial

relationships, concrete objects, abstract concepts, or visual images.



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Creating Thumbnails

Thumbnails represent scaled down versions of a final composition. For a project wherethe final size is 9" x 12", thumbnails might be approximately 2" x 2-2/3", large enough to

show some detail, but small enough to work quickly.

Thumbnails enable you to make decisions about how you wish to present your contentwithout investing a lot of time.

Make sure your thumbnails have the same proportions as the final composition.

Include all of the elements - images, text, and other graphic devices that will make up thefinal composition.

Keep in mind that even though thumbnails help you make decisions, changing scale tofull size often changes the final layout.



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Storyboard

A storyboard is a graphic, sequential depiction of a narrative. Students recall

major events of the story, and then illustrate the events in the squares provided.

http://www.sdcoe.k12.ca.us/score/actbank/tboard.htm


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Clustering

Clustering is a nonlinear activity that generates ideas, images and feelings

around a stimulus word. As students cluster, their thoughts tumble out,

enlarging their word bank for writing and often enabling them to see patterns intheir ideas. Clustering may be a class or an individual activity.

http://www.sdcoe.k12.ca.us/score/actbank/tcluster.htm


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Brainstorming Web-Sample

Brainstorming is creative thinking by a group of people designed to generate a number of

ideas to solve a given problem. All ideas and questions are linked.

In brainstorming, the goal is to generate ideas and questions, access prior knowledge,

assess interests and knowledge, develop probing questions and problems.

Critical Questions:

What is the topic or question to brainstorm? Is the process clear for brainstorming?


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Suggestions:

Relax. Play some creative music.

Spelling or style doesn't count.

Don't worry about organization.

Think quantity. Be positive, don't criticize. Free-associate ideas. Keep them simple. Write or sketch as quickly as you can. Write or sketch in any order.

Develop all ideas. Keep working. Combine to improve each other's ideas

Webbing Strategies:

Work from a central idea, concept, topic or question, gathering and linkingthoughts in text and/or pictures. Expand thoughts from the center like branches ona web. Weave the web. When one branch stops or an idea doesn't fit create a new

branch. An alternative is to free associate a random list then sift, sort and develop

relational links and design the web. Expand web branches and links. Explore anyassociations that strike your fancy.

Use paper and pencil, text or free sketch. Connect thoughts with relational links.Use sticky notes as an effective alternative. Free associate a different idea on each

note, regroup the sticky notes into categories, and then construct a web on butcherpaper. Use different colored sticky notes to denote headings or categories that

emerge from the brainstorm. Develop links on the paper -- text or sketches can beadded at any time.

By far the most effective and efficient method is to use a commercial softwareprogram such as Inspirations.

Software programs have significant advantages over paper and pencil. Theyencourage building, creating and inventing -- yet keep the web legible. Webs

become unwieldy as they grow. Software program manage growth. Select thelook -- cluster, branching, right to left etc. Try different looks and nudge the cells

to for style. An emerging new thought? Click on another cell or start a newbranch. Change of mind? New insight? Revise, move, delete and paste. Save,

print, or export the map into various formats. Some programs produce a nice neatlinear text outline. Cool!

Group guidelines are a must when for maximum effectiveness. Use a strategycalled 'Think, Pair, Share'. Work from individual association to sharing with a

partner then collaborating as a group to develop the web.

http://www.graphic.org/brainst.html


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Concept Map

A concept map is a special form of a web diagram for exploring knowledge and gatheringand sharing information. Concept mapping is the strategy employed to develop a concept

map. A concept map consists of nodes or cells that contain a concept, item or questionand links. The links are labeled and denote direction with an arrow symbol. The labeled

links explain the relationship between the nodes. The arrow describes the direction of therelationship and reads like a sentence.

Uses:

Develop an understanding of a body of knowledge. Explore new information andrelationships. Access prior knowledge. Gather new knowledge and information.

Share knowledge and information generated. Design structures or processes such

as written documents, constructions, web sites, web search, multimediapresentations.

Problem solve options.


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Critical Questions:

What is the central word, concept, research question or problem around which tobuild the map?

What are the concepts, items, descriptive words or telling questions that you canassociate with the concept, topic, research question or problem?

Suggestions:

Use a top down approach, working from general to specific or use a freeassociation approach by brainstorming nodes and then develop links and

relationships. Use different colors and shapes for nodes & links to identifydifferent types of information. Use different colored nodes to identify prior and

new information. Use a cloud node to identify a question.

Gather information to a question in the question node.

http://www.graphic.org/concept.html


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Cycle

A depiction of a Cycle attempts to show how a series of events interacts to

produce a set of results again and again, such as the life cycle or a cycle of poordecisions.

Key frame questions: What are the main events in the cycle? How do they

interact and return to the beginning again?

http://www.sdcoe.k12.ca.us/score/actbank/tcycle.htm


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Hierarchy Diagram-Sample

Description: Topics and attributes are linked by subordinate relationships.

Uses: Group items (things, people, places, events, ideas, etc.) into categories.

Critical Questions:

What items do we want to put together or classify? Top tier. How can we put

them into groups that are alike? Second tier. Develop a rule to describe the groupas to why they are alike. Are there any items that do not belong? If so create

another group. (third tier) Repeat process until all items are classified.

Suggestions: Initially, students can either free-associate items and then begin to group

ideas, or students can start with one major item and add links. Using tiers or rows helpsthe student to visualize classifying and breaking items into categories.

http://www.graphic.org/class.html


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Interaction Outline

Interaction Outline is used to show the nature of an interaction between personsor groups, such as the interaction between Europeans settlers and American

Indians.

Key frame questions: Who are the persons or groups? What were their goals?

Did they conflict or cooperate? What was the outcome for each person or

group?

http://www.sdcoe.k12.ca.us/score/actbank/tinter.htm


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Cluster Diagram - Research Cycle-

SampleDescription: Research question is linked by criterion and telling questions.

Uses: Develop criterion and telling questions for investigations.

Critical Questions:

What is the research question or problem? What are the criterions against which I will weigh the decision? What are the telling questions that will focus the search for information? How will I gather the information?

Suggestions:The Research Cycle, developed by Dr. Jamie Mckenzie, is a powerful tool

for developing student investigations. His web site, From, an electronic journal, is anexcellent resource for learning more about creating researchable questions, The Research

Cycle and integrating technology in schools.

http://www.graphic.org/cluster.html


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File System -- Desktop Management -- Hierarchy

Diagram--Sample

Description: Folders and Files are linked by subordinate relationships. The flow ofinformation gathering to portfolio collection moves from left to right.The diagram was created by students to organize collection and distribution of

information. The structure and flow is designed to accommodate collecting smallfragments of information, developing projects and CD ROM portfolio.

Uses: Develop a student filing system to organize their classroom NT desktop.

Critical Questions:

What folders to we want to create? Why? What types of files do we want to keep

in each folder? Are there any files that do not belong?

Suggestions: Initially students can either free associate names of folders and files they

want to create and save; in turn, select files to save in which folders. Using tiers or rowshelps the student to visualize classifying and placement.

http://www.graphic.org/filesys.html


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Linear String-Sample

Description: Events are linked by time.

Uses: Describe a sequence of events, stages, phases, actions and outcomes.

Critical Questions:

What is the name of the event, procedure or human figure that will be described?What are the stages, steps, phases or events? How do the stages, steps, phases or

events relate to one another? What is the final outcome?

Remarks: This version is good for use with beginning learners and as a first step in

developing linear relationships.

http://www.graphic.org/bstring.html


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Expanded Linear String-Sample

Description: Events are linked by time.

Uses: Describe a sequence of events, stages, phases, life cycles, actions and outcomes.

Critical Questions:


events relate to one another? What is the final outcome?

http://www.graphic.org/lstring.html


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Domino Effect String

Description: Events are linked by time. A subsequent event requires a preceding event to

happen.

Uses: Describe a sequence of events, stages, phases, life cycles, actions and outcomesthat require a preceding event to happen.


events relate to one another? What happens if an event does not take place? What is the final outcome?

Remarks: The Linear String can serve the same purpose as the Domino Chart to describe

events that require a preceding event to happen. Add the critical question: What happens

if an event does not take place?

http://www.graphic.org/domino.html


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Chain of Events

Chain of Events is used to describe the stages of an event, the actions of

character or the steps in a procedure.

Key questions: What is the first step in the procedure or initiating event? What

are the next stages or steps? How does one event lead to one another? What is

the final outcome?

http://www.sdcoe.k12.ca.us/score/actbank/tchain.htm


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Family Tree

Family Tree shows how family members are related.

Key frame question: Who are my ancestors? How are they related on the

Family Tree?

http://www.sdcoe.k12.ca.us/score/actbank/tfamtree.htm


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Problem/Solution

Problem/Solution requires students to identify a problem and consider

multiple solutions and possible results.

http://www.sdcoe.k12.ca.us/score/actbank/tprobsol.htm


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ac3graphic organizers

Documents